DMPS
Multi-Tiered
System of
Supports
Handbook
Think. Learn. Grow.
www.dmschools.org
Table of Contents
Summary of Work, Core Belief, Operational Definitions, and MTSS Work Team….........................……....3
Key Components………………………………………………………………………………………………………………..……...6
Key Component #1: Well-Defined District/School Based MTSS Leadership Team………………..……....7
Key Component #2: A Tiered System of Instruction and Intervention………………………………..…….....9
Key Component #3: Evidence-Based Interventions……………….……………………………………………….....11
Key Component #4: Assessment and Data-Based Decision Making……….…….……………………..….…...13
Key Component #5: Technology to Support Instruction and Data Collection……………….....................15
Key Component #6: Ongoing Professional Development…………………………………………………...……...16
Key Component #7: Ongoing Program Evaluation…………………………………………………….…….….……..17
Key Component #8: Stakeholder Communication……………........…………………………………….….………...18
References........................................................................…........………………………………………………………....……....19
2
Summary
As the Des Moines Public Schools strives to bring to life our vision of being the model for urban education
in the United States, we have the opportunity to integrate strategies for teaching, intervening, and
supporting our students in a way that will ensure they have the academic and behavioral skills necessary
to be successful in the next stage of their lives. This opportunity, born of the convergent timing of our
implementation of both Standards-Referenced Grading and the Instructional Framework, demands
action.
Capitalizing on such an opportunity means embracing and addressing the diverse needs of ALL students.
This imperative reflects the reality that regardless of how effectively we develop and implement highquality curricula aligned with standards, some students will need additional support and interventions or
extensions in order to be successful. Implementing the structures of a Multi-Tiered System of Supports
(MTSS) will help ensure that all students have an evidence-based system of instruction to support them
in achieving success.
Our Multi-Tiered System of Supports is designed to enable schools to provide the appropriate level of
instruction and intervention for their students. Using performance data and monitoring learning rates
through MTSS, educators can make important instructional decisions to meet the needs of students of
different backgrounds, learning styles, and levels of attainment. This is truly the next, critical, step
towards personalizing learning for the students of Des Moines.
The DMPS MTSS handbook outlines the key components of an integrated, multi-tiered system of
instruction, interventions, and academic and behavioral supports needed by schools to help convert our
vision into reality.
Core Belief
In order to achieve the mission of the Des Moines Public Schools, a comprehensive system of
supports must be in place to ensure that all students are learning and achieving at high levels.
3
Operational Definitions
Multi-Tiered System of Supports (MTSS): An evidence-based model of schooling that uses data-based
decision making to integrate academic and behavioral instruction and intervention.
Tier 1 (Universal Core Instruction): Effective core instruction with differentiation for all students.
Tier 2 (Targeted Interventions): Intervention, including enrichment and extension, for small groups of
students with similar needs.
Tier 3 (Intensive Interventions): Intervention, including enrichment and extension, that personalizes
learning for students with highly specific needs.
Balanced Assessment System: A comprehensive series of assessments that paint an accurate picture of
students’ skills and understandings. The Balanced Assessment System is made up of five types of
assessment:

Universal Screening: Used to identify students who are not on track to meet or who already exceed
an end-of-year expectation.

Diagnostic: Used to identify individual students’ specific academic/behavioral needs.

Formative (Embedded Classroom): Used to monitor student progress during instruction.

Formative (Progress Monitoring): Used to identify students who are on track to meet benchmark
targets.

Summative (Outcome): Used to measure student achievement at the end of instruction.
Data-Based Decision Making: A self-repeating, self-correcting, ongoing methodology for effective
decision making
School-Based Leadership Team: For the purpose of this document, this team represents the governing
body for data-based decisions at the school level.
Stakeholder: One that has an investment in the school.
4
MTSS Project Management
A project management team was convened in the spring of 2015 to manage the initial definition of the
MTSS project. This project management team released control to the District-Based MTSS Leadership
Team (see Key Component 1) in summer of 2015.
Project Sponsors
•
•
Holly Crandell, Chief Academic Officer
Matt Smith, Chief of Schools
District MTSS Work Team
This multi-disciplinary team of 22 members was responsible for subject-matter expertise, content
creation, and directional guidance.
•
•
•
•
Office of Schools and
Heartland AEA
Kathie Danielson (High
Schools)
Jake Troja (School Culture
Transformation)
Carlene Lodermeier
(Heartland AEA)
Susan Guest (Early
Childhood)
Curriculum and Instruction
• Carlyn Cox (Elementary
Teaching and Learning)
• Noelle Tichy (Secondary
Teaching and Learning)
• Vinh Nguyen (ELL)
• Anna Taggart (Elementary
Math)
• Cecilia McDonald
(Secondary ELL)
• Christi Donald (Secondary
Math)
• Cindra Porter (Elementary
ELL)
• Jeremy Schwennen
(Secondary Literacy)
• Lori Lyon (Reading
Recovery)
•
•
•
•
•
•
Special Education and
Gifted/Talented
Shelly Bosovich (Student
and Family Services)
Becky Curry (Middle
School Special Education)
Ed Pilkington (Gifted and
Talented)
Kathryn Cook (Elementary
Special Education)
Susan Geels (Elementary
Special Education)
Susan Hope (Secondary
Special Education)
Technology and
Assessment
• Cindy Slinger
(Assessment)
• Jake Welchans
(Technology)
• Jenny Inman (Technology)
5
Key Components of DMPS MTSS
•
Key Component #1: Well-Defined District/School Based MTSS Leadership Team
•
Key Component #2: A Tiered System of Instruction and Intervention
•
Key Component #3: Evidence-Based Interventions
•
Key Component #4: Assessment and Data-Based Decision Making
•
Key Component #5: Technology to Support Instruction and Data Collection
•
Key Component #6: Ongoing Professional Development
•
Key Component #7: Ongoing Program Evaluation
•
Key Component #8: Stakeholder Communication
6
Key Component 1:
Well-Defined District/School-Based MTSS Leadership Team
Purpose of Key Component 1: This component informs the
development of strong and effective district- and school-based MTSS
leadership teams.
District-Based MTSS Leadership
The primary function of the District-Based MTSS Leadership Team is to ensure that funding, professional
development, infrastructure (e.g., data supports), and implementation supports (e.g., coaching, technical
assistance) are available to bolster implementation of MTSS at school sites.
Membership
The District-Based MTSS Leadership Team is comprised of representatives from Curriculum and Instruction
(including G/T, SpEd, ELL), Office of Schools, Heartland AEA, and school-based leadership teams.
Roles and Responsibilities

Ensure that a common language and common understanding exists around the rationale for and the
purpose and expected outcomes of implementation.

Clearly identify who has the responsibility for what and how those individuals will be held accountable.

Ensure that district policies are supportive of, and not barriers to, the implementation of the model.

Provide sufficient support (professional development, technical assistance) to ensure that the
implementation plan and timelines can be achieved

Identify clearly the district- and school-level leaders who will have implementation expectations as part of
their annual performance reviews.

Assist with articulating essential learning outcomes across grade levels and subjects.
School-Based MTSS Leadership Team
The primary function of a school-based leadership team is to ensure that school-level staff members understand
the rationale for using MTSS and have the skills and supports necessary to make the system work effectively. The
school-based MTSS leadership team may exhibit overlap with other school leadership teams.
Membership
The makeup of these teams should include representation from building administrators, department or grade level
teams, instructional coaches and interventionists, specialized instructors (including G/T, SpEd, ELL), student
support services staff (such as counselors, social workers, psychologists, nurses, etc.). The School-based MTSS
Leadership team will identify a primary contact person.
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Roles and Responsibilities

Build consensus for the school’s mission of collective responsibility.

Create a master schedule that provides sufficient time for team collaboration, access to universal
core instruction for all students, targeted interventions, and intensive interventions.

Support the use of the data-based decision making process.

Continually monitor school-wide evidence of student learning.

Maximize school-wide resources to support student learning.

Implement the components outlined in the DMPS MTSS Handbook.
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Key Component 2:
A Tiered System of Instruction and Intervention
Purpose of Key Component 2: This component defines each tier
within our system of supports. These descriptors inform decisionmaking of services, rather than the labeling of students.
Multi-Tiered System of Supports for Academics and Behavior
Tier 3
Intensive
Intervention
Personalized to
meet student needs
Tier 2
Targeted
Intervention
For small groups
of students with
similar needs
Tier 1
Universal Core
Instruction
Effective core instruction
with differentiation for all
students
Tier 2
Targeted
Intervention
Enrichment and
extension for
small groups of
students with
similar needs
Tier 3
Intensive
Intervention
Enrichment and
extension,
personalized to meet
student needs
The Diamond-Shaped Model of Supports
It is imperative that the DMPS MTSS system accounts for the intervention needs of all students. The adoption of the
diamond-shaped model emphasizes the need for targeted and intensive intervention for students that have needs
that require additional instructional support beyond what differentiation in the classroom can provide. Access to
supports on either side of the diamond is based upon a student’s needs, not a student’s classification as GT, SpEd,
or any other label.
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Tier 1: Universal Core Instruction for All Students
Essential Ideas:

Universal Core instruction in the Common Core grade-level standards is provided to all students.

Universal Core includes language-based instruction for English-language learners and instruction for
students receiving GT or special education services.

Universal Core instruction includes differentiation of core instruction to address diverse student classroom
needs.

Meeting individual learning needs should not be interpreted to mean that struggling students should be
given below-grade-level work if they are behind.
Tier 2: Targeted Intervention
Essential Ideas:

Tier 2 instruction in the Common Core standards is provided to some students.

Tier 2 includes more focused, targeted instruction, interventions and supplemental support.

Tier 2 instruction is provided in addition to Tier 1 Instruction.

Students in Tier 2 are assessed and their progress is monitored more frequently than those in Tier 1.

Tier 2 instruction is initiated as soon as students demonstrate a need in grade level standards or behavior
expectations.

For additional guidance regarding the key characteristics of effective Tier 2 instruction, reference Key
Component 3: Evidence-Based Interventions.
Tier 3: Intensive Intervention
Essential Ideas:

Tier 3 is made available to only a few students.

Tier 3 services should focus on the practice of skills and concepts that are spelled out in the Common Core
standards for the students’ grade level. The instruction for these students may not be on grade level in this
circumstance, but provides the personalized instruction needed for student learning.

Increased time and intensity, narrowed instructional focus.

Tier 3 instruction is provided in addition to Tier 1 instruction.

For additional guidance regarding the key characteristics of effective Tier 3 instruction, reference Key
Component 3: Evidence-Based Interventions.
Specialized Staff Supporting Our MTSS
MTSS is a system that connects students to vital supports for instruction. The role of all staff members in this
system is to provide such supports in addition to, not in replacement of, their primary instructional responsibilities.
For example: a special education teacher will implement specially designed instruction for students receiving
special education services, but may participate in other roles within the MTSS system beyond those
responsibilities, provided the needs of identified students are first met. If further clarification is required, please
consult the school-based MTSS leadership team.
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Key Component 3:
Evidence-Based Interventions
Purpose of Key Component 3: This component informs decisionmaking when selecting interventions.
Defining Intervention
An intervention is anything a school does, above and beyond what all students receive within Tier 1 (Universal
Core Instruction) that helps a student succeed in school. This definition is inclusive of both Tier 2 (Targeted
Intervention) and Tier 3 (Intensive Intervention).
Intervention includes services provided to students who have not yet met or have exceeded grade level expectations.
We are working to answer the questions: How will we respond when some of our students do not learn? How will we
enrich and extend the learning for students who are already proficient? (DuFour et al., 2010).
The key characteristics of interventions are as follows:
Evidence-Based

Defined as instructional practices and programs for which there is evidence that the intervention can work
and/or is working for similar populations. This evidence can include internal action research conducted at
the school site that has been reviewed and documented.

Criteria for implementation of practices or programs are defined, achievable, and sustainable within the
context and resources available (e.g. frequency of use, staff training, cost, technology).

Any intervention selected for students in need of acceleration must provide more than one year’s growth.
Directive

For identified students, intervention must be mandatory and must happen during school hours.
Administered by Trained Professionals

Teacher licensure, endorsement and preparation must be aligned with student needs. We are working to
answer the question: What does this child need, and who on our staff is best trained to meet that need?
Timely

School schedule and structure allows interventions to be reviewed and reconfigured or rescheduled
frequently.
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Targeted
 Interventions should be specific to the student, the academic standard or behavior, and the learning target.
The intervention should address the specific skill or knowledge the student needs to develop.
The following examples are designed to exemplify the need for targeted instruction.
Student 1 has solid prior knowledge and skills and has performed well in algebra all year – she just does not “get”
the way her teacher taught multiplying exponents. She does not understand why she is being asked to add the
exponents when the skill is called multiplying exponents. To address the cause of her problem, she needs to be
taught the concept a different way.
Student 2 is struggling with multiplying exponents because he still does not know how to multiply. He should have
mastered the concept in third grade, but he didn’t. To address the cause of his problem, he needs help in a prior,
foundational skill.
Student 3 has chronic absenteeism. She has no problem with learning when she is present for the lesson.
Unfortunately, she sometimes misses multiple days a week. To address the cause of her problem, she needs help
with attendance issues.
Student 4 is an English learner. He is having difficulty understanding what the teacher is saying. Until he has had
received more ELL instruction to build academic vocabulary, he will have difficulty learning how to multiply
exponents.
Student 5 is a quick leaner and loves science. They frequently get bored and disruptive by asking many in-depth
questions while the rest of the class is reviewing/practicing core concepts. A unit pre-test shows that the student
has a 99% mastery of core concepts in the current astronomy unit. The child needs a PEP that will make
provisions for alternative learning opportunities which may include project-based learning.
Student 6 has significant behavior problems. He is constantly off task, in trouble, in time out, in the office, or
suspended from school. He has the skills and knowledge to learn the new concept, if he could behave long enough
to stay in class. To address the cause of his problem, he needs behavioral support.
Student 7 has been diagnosed with ADD. When being taught how to multiply exponents, she was fine on the first
two steps of the process, but was distracted and lost track of where the teacher was in the remaining steps. To
address the cause of her problem, she needs classroom strategies that help her stay focused.
Note: Adapted from Simplifying Response to Intervention: Four Essential Guiding Principles, Bloomington: Solution Tree Press. Copyright 2012.
12
Key Component 4:
Assessment and Data-Based Decision Making
Purpose of Key Component 4: This component informs decisionmaking about students’ instruction and curriculum needs based on the
collection and analysis of data.
Data-Based Decision Making
The Data-Based Decision Making process in MTSS is a self-repeating, self-correcting, ongoing methodology for
effective decision making at all levels of the system and across all three tiers. Our Data-Based Decision Making
model is comprised of the following:
Collaborative Structure: Professional Learning Communities
Schools rely on collaborative Professional Learning Communities to enable educators to make informed decisions
based on accurate data.
Data Analysis Process: Data Teams
One function of a Professional Learning Community is use of a data teams protocol: analyze data, prioritize student
needs, establish goals for learning, select common instructional strategies, and monitor results. This process
should be used to articulate instructional decisions for both the universal core and intervention. The data gathered
in interventions should be compared to identified entrance and exit criteria of the intervention to assure students
are appropriately placed.
Assessment System: Balanced Assessment System
Our balanced assessment system provides a comprehensive picture of student performance. Universal screening
assessments, diagnostic tools and progress monitoring data enable a continuous process of targeted instructional
change. This system of assessments is depicted on the Balanced Assessment System table on the following page.
Additional Services
The student data collected throughout the decision-making process serves an invaluable role in the identification
process for additional services.
13
Balanced Assessment System
Secondary
Examples
Elementary
Examples
Broad Characteristics
Purpose
Type
Screening
Who has needs?
Used to identify students who
are not on track to meet an endof-year general outcome
measure.
FREQUENCY: Three times a year
WHO: ALL students
TIME: 1-5 minutes
MEASURE: Established as valid
and reliable to predict to end-ofyear general outcome measure
RESULTS: Overall indicator of
student performance
USE: Results used to identify
students who need additional
support/intensive instruction
Literacy FAST (K-3)
SRI (4-5)
SMI (3-5)
CogAT (All)
SRI (6-9)
SMI (6-9)
CogAT (Identified 6-7, 8-9)
Diagnostic
What are the needs?
Used to identify individual
student’s specific
academic/behavioral needs.
Assessment Descriptions
Formative – Embedded
Classroom Assessment
How are students progressing?
Used to monitor student
progress during instruction.
Formative - Progress
Monitoring
Is the instruction working for
that student?
Used to identify students who
are on track to meet benchmark
targets.
FREQUENCY: Weekly
WHO: Students identified as
needing targeted or intensive
interventions/supports
TIME: 1-5 minutes
MEASURE: Established as valid,
reliable and sensitive to change
to monitor progress
RESULTS: Provides feedback to
teachers and students about
efficacy of intervention
USE: Results used to change or
adjust instruction
FREQUENCY: As needed
WHO: Students needing
intensive intervention/supports
in identified area
TIME: A process (not a single
test) that requires more time
and larger sample of student
behavior
MEASURE: Convergence across
data sources to understand
student strengths and
weaknesses
RESULTS: Specific identification
of student academic/behavioral
needs
USE: Results used to
develop/identify appropriate
instruction
FASTT Math (3-5)
TELPA (ELL K-12) – new students
FREQUENCY: During/within
instruction
WHO: ALL students
TIME: Varies – occurs during
instruction
MEASURE: Varies – measure
matched to instruction
RESULTS: Provides feedback to
teachers and students about
learning - what is and isn't
mastered yet
USE: Results used to change or
adjust instruction during
teaching/learning
Classroom CFAs
Grades 4-5 Tiered Bank
Exit Tickets
Fast Literacy K-3
Intervention-Dependent Tools
(e.g. System 44)
TELPA (ELL K-12) – new students
Topic Tiered Assessments
CFAs
Exit Tickets
Intervention-Dependent Tools
(e.g. Achieve3000)
Summative [Outcome]
How well did the instruction
work?
Used to measure student
achievement at the end of
instruction.
FREQUENCY: One time a year
WHO: ALL students
TIME: Varies – usually must
longer than any other
assessment
MEASURE: Established as valid
and reliable as a general
outcome measure
RESULTS: Overall indicator of
student achievement in the area
measured
USE: Results used as an
accountability measure
reflective of general outcome,
and indicate overall efficacy of
instruction
IELDA (ELPA)
Iowa Assessment
Comprehensive Standards
Assessments (K-5 math, 1-5 literacy)
Writing pre- and post-tests
IELDA (ELPA)
Iowa Assessments
ACT
Example assessments are those available district-wide. Additional assessments of each type may be available on school-by-school basis. This list is not intended to be
comprehensive, and new assessment options are always under consideration.
14
Key Component 5:
Technology to Support Instruction and Data Collection
Purpose of Key Component 5: This component informs how the use
of technology can provide a wide range of learning supports and
structures to make sure that DMPS MTSS operates effectively and
efficiently.
Instruction
Staff are selecting appropriate software systems that are personalized for the students (blended learning) and
their academic needs.
 Software is used in conjunction with district curriculum to support learning targets.
 All students must have access to necessary technology.
 Software systems provide detailed reports of student performance and are accessed frequently by teachers
to make informed instructional decisions.
Data Collection
A Student Information System supports data collection, identification, and progress monitoring of student needs to
efficiently and effectively inform all stakeholders.
 Stores the following student information: universal screening, diagnostic assessments, progress monitoring
data, and summative assessments
 Efficiently organize student assessment data
 Locate student schedules to ensure interventions are available during the school day
 Student information is accessible to relevant stakeholders for each student.
 Include teacher action data
UNDER CONSTRUCTION
Further development of this Key Component will occur in collaboration with School-Based
MTSS Leadership Teams during the 2015-2016 school year.
15
Key Component 6:
Ongoing Professional Development
Purpose of Key Component 6: This component informs the
professional development plan designed to ensure staff members have
the knowledge and skills to implement DMPS MTSS with fidelity.
In order to ensure fidelity and sustainability of MTSS implementation, all educators should receive initial and
ongoing professional development so that they have the knowledge and skills necessary to deliver effective core
instruction and make data-based decisions about student progress in mastering concepts. The Implementation
Rubric found in Key Component 7 serves as a reflective tool for guiding professional development needs at both
the district and school level.
Topics of Effective Professional Development

What content is being taught, high-leverage strategies to teach the content, and the type of student work
that demonstrates mastery of the content, as well as likely areas of student misconceptions and how to
address them.

How to implement a data-based decision making process.

How to provide appropriate instruction and interventions.

How to implement, evaluate, and support interventions for students.

How to monitor progress, including collecting, displaying, interpreting, and using performance data to
maximize the impact of instruction on student work and achievement.

How to communicate and celebrate outcomes of the MTSS process.

How to engage with parents and caretakers about the multi-tiered process, communicating ways they
might support their children, and developing procedures for notifying parents and caretakers about
student progress.
UNDER CONSTRUCTION
Further development of this Key Component will occur in collaboration with School-Based
MTSS Leadership Teams during the 2015-2016 school year.
16
Key Component 7:
Ongoing Program Evaluation
Purpose of Key Component 7: This component informs the
evaluation process used to monitor both implementation and
outcomes of MTSS at the district and school level.
The rubric that follows is only the evaluation scale for the first of the eight Key Components, and is intended to
serve as an example of what the complete Implementation Rubric will contain.
Key Component 1:Well Defined, Strong, and Effective District/School Based Leadership Team
Not Using
Beginning
Developing
Applying
Innovating
Roles and
responsibilities are
not yet in place.
Roles and
responsibilities are in
the planning stage or
not yet fully
implemented.
Roles and responsibilities are in
place.
o Consensus is built for the school’s
mission of collective
responsibility.
o Master schedule is in place that
provides sufficient time for
 Team collaboration
 Access to core instruction for
all students
 Targeted interventions
 Intensive interventions.
o A data-based decision making
process is being supported.
o A system is in place to
continually monitor school-wide
evidence of student learning.
o School-wide resources are
maximized to support student
learning.
o The Key Components of the
DMPS MTSS Handbook are
implemented.
The majority of staff
demonstrates a
commitment to the
MTSS by engaging in
collaborative
decision-making and
facilitating the
continuous
monitoring of
student progress to
ensure all students’
needs are
supported.
All staff
demonstrates a
commitment to the
MTSS by engaging in
collaborative
decision-making and
facilitating the
continuous
monitoring of
student progress to
ensure all students’
needs are
supported.
UNDER CONSTRUCTION
Further development of this Key Component will occur in collaboration with School-Based
MTSS Leadership Teams during the 2015-2016 school year.
17
Key Component 8:
Stakeholder Communication
Purpose of Key Component 8: This component informs the
development of a communication plan at the district and school level.
Stakeholder Engagement
Research and common observation show that parents’ engagement with their children’s schooling and the
educators who work with their children has a significant impact on student progress – both academic and
behavioral. The MTSS model should bring new information to parents, caregivers, and the community. The impact
of the model on parent engagement should occur in two primary areas: communications; and the understanding
and use of data. It is the responsibility of district- and school-based teams to ensure that parents understand that
instruction occurs across three tiers, what the purpose of the tiered model is, what the services look like for their
children, and how the tiers support core instruction. For the parent of a student who is suspected of having a
disability, the school should communicate how the multi-tiered system provides instructional interventions
quickly and how the parent will know if those interventions are effective. School staff also needs to assure parents
and caretakers that the multi-tiered system is not a delaying tactic for referral or provision of special education
services.
Because MTSS is grounded in data-based decision making, the district and school should make every effort to
ensure the parents understand what the data are, what they mean, and how they are used. The ultimate goal is to
give parents the skills that they need to monitor their child’s process independently. Parents should be able to
understand the current status and level of their child’s academic performance, what goal or performance level is
being sought, the level of progress necessary to reach the goal, and the student’s rate of progress. Parents will
better support and embrace interventions, regardless of their student’s current performance, if they have the
information to tell them that their child will reach appropriate goals at some point in the future. In addition, the
school district should establish guidelines—based on the tier of service delivery—for how frequently schools will
communicate student progress results to parents.
Note: Adapted from Simplifying Response to Intervention: Four Essential Guiding Principles, Bloomington: Solution Tree Press. Copyright 2012.
UNDER CONSTRUCTION
Further development of this Key Component will occur in collaboration with School-Based
MTSS Leadership Teams during the 2015-2016 school year.
18
References
Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying Response to Intervention: Four Essential Guiding
Principles. Bloomington, IN: Solution Tree Press.
Gamm, S., Elliott, J., Wright Halbert, J., Price-Baugh, R., Hall, R., Walston, D., ... Casserly, M. (2012).
Common Core State Standards and Diverse Urban Students: Using Multi-Tiered Systems of Support.
Washington, DC: Council of Great City Schools.
Iowa Department of Education. (2013). Response to Intervention: Key Components. Des Moines, IA:
Author.
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